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Michael D. Coyne Edward J. Kame'enui Deborah C. Simmons 《Learning disabilities research & practice》2001,16(2):62-73
This paper addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (a) the complexity in our alphabetic writing system, and (b) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. Prevention and intervention efforts in beginning reading for students with learning disabilities must attend to 2 systems, our complex alphabetic writing system and our equally complex schools. In this article, we present 2 sets of organizing principles to guide prevention and intervention in beginning reading drawn from the substantial body of converging research evidence accumulated over the past 40 years. The first set consists of 6 instructional design principles focused on teaching reading in our alphabetic writing system. These principles include big ideas, mediated scaffolding, conspicuous strategies, strategic integration, primed background knowledge, and judicious review. The second set includes organizational principles designed to anchor effective reading practices at the school‐building level. These principles are structured around 3 interrelated areas: (1) the schoolwide establishment of long‐term reading goals and intermediate performance benchmarks, (2) the early identification and frequent monitoring of students experiencing reading difficulties, and (3) the development of coordinated and differentiated instructional interventions for the full range of learners. 相似文献
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Simmons DC Coyne MD Kwok OM McDonagh S Ham BA Kame'enui EJ 《Journal of learning disabilities》2008,41(2):158-173
In this study, response to intervention and stability of reading performance of 41 kindergarten children identified as at risk of reading difficulty were evaluated from kindergarten through third grade. All students were assessed in the fall of each academic year to evaluate need for intervention, and students who fell below the 30th percentile on criterion measures received small-group supplemental intervention. Measures included a combination of commercial normative referenced measures and specific skill and construct measures to assess growth or change in reading risk status relative to 30th percentile benchmarks. Results indicated that consistent with the findings of prior research involving students with comparable entry-level performance, the majority of children identified as at risk in the beginning of kindergarten responded early and positively to intervention. On average, absolute performance levels at the end of kindergarten positioned students for trajectories of later reading performance that exceeded the 50th percentile on the majority of measures. Moreover, changes in risk status that occurred early were generally sustained over time. Only oral reading fluency performance failed to exceed the 30th percentile for the majority of students. 相似文献
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This study examined the first-grade reading progress of children who participated in an intensive beginning reading intervention in kindergarten. Specifically, the study investigated whether kindergarten intervention could prevent first-grade reading difficulties, or produce an "inoculation" effect, for some children under certain instructional conditions. Participants included children at risk for developing reading difficulties who received a 7-month beginning reading intervention in kindergarten. In October of first grade, 59 children who had achieved criterion levels on measures of phonological awareness and alphabetic knowledge were randomly assigned to one of two types of first-grade reading instruction: (a) code-based classroom instruction and a supplemental maintenance intervention, or (b) only code-based classroom instruction. February posttest measures assessed oral reading fluency, word reading, nonword reading, and comprehension. Between-group analyses indicated that instructional groups did not differ on any posttest measure. The students' absolute levels of achievement were compared to national and local normative samples. These results indicated that between 75% and 100% of students in both conditions attained posttest levels and demonstrated growth comparable to their average-achieving peers. These results support the hypothesis that strong responders to kindergarten intervention can experience an inoculation effect through the middle of first grade with research-validated classroom reading instruction. 相似文献
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We begin with an examination of the tensions that exist between educational efforts that target the needs of all students and efforts that target the needs of individual students with disabilities. Next, we provide reasons why, in beginning reading, a schoolwide system designed to teach all students to read can also support individualized and flexible instruction designed to teach each student to read. Finally, we describe a schoolwide beginning reading model that includes a schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment, and instruction for all students integrated with ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student, including students with disabilities. 相似文献
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Chard DJ Stoolmiller M Harn BA Wanzek J Vaughn S Linan-Thompson S Kame'enui EJ 《Journal of learning disabilities》2008,41(2):174-188
Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students identified as at risk for later reading difficulties through third grade. Key predictor variables were examined to determine their validity for predicting initial status and growth on oral reading fluency, third-grade oral reading fluency, and third-grade performance on a standardized test of reading. Results are provided in light of the instructional model provided. Implications for instruction and assessment are discussed. 相似文献
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Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity 总被引：1，自引：0，他引：1
Simmons DC Kame'enui EJ Harn B Coyne MD Stoolmiller M Santoro LE Smith SB Beck CT Kaufman NK 《Journal of learning disabilities》2007,40(4):331-347
A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15 min of the 15/H+15 condition, all instruction focused on phonemic, alphabetic, and orthographic skills and strategies. Students were randomly assigned to one of the three interventions and received 108 thirty-minute sessions of small-group instruction as a supplement to their typical half-day kindergarten experience. Planned comparisons indicated findings of statistical and practical significance that varied according to measure and students' entry-level performance. The results are discussed in terms of the pedagogical precision needed to design and provide effective and efficient instruction for students who are most at risk. 相似文献
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